Childminder in Staffordshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

p.1

The provision is good

Children show they feel happy and safe in the childminder's home. They excitedly greet visitors, confidently take them by the hand and invite them to join in their play. The childminder plans engaging activities that captivate children's interests. Children concentrate on both adult-led and child-initiated activities for extended periods of time. They become highly engaged in their play. Children spontaneously sing familiar songs and rhymes they have learned with the childminder as they play.

p.2

The provision is good

The childminder's curriculum has a strong emphasis on promoting children's communication and language development. She introduces new vocabulary as she plays alongside children. Children search for toy Arctic animals hidden in play snow and talk about what they find. They imitate sounds as they hoot like owls and talk about the patterns they can see on snow leopards. They find furry waistcoats and pretend to be wolves, howling as they play. The childminder plans activities around familiar stories. Children listen intently as she shares books with them. She encourages children to actively engage with story time, asking questions to extend their learning.

p.2

The provision is good

The childminder promotes good behaviour. She provides lots of positive reinforcement and ensures that children are aware of her expectations. The childminder has developed strong nurturing and trusting relationships with children, who express their needs and wishes confidently. They go to the childminder for cuddles and comfort, and she lovingly responds.

p.2

need to do better?

n The childminder arranges her provision so that children can access a broad range of high-quality resources and follow their own interests. She provides low- level steps to enable children to access toys stored slightly out of reach, promoting children's independence, balance and problem-solving skills. n The childminder supports children to share and take turns with their friends. She recognises the triggers that can cause children to display unwanted behaviour and sensitively manages these occasions. However, sometimes, children get frustrated when asked to tidy up or during changes in routines. The childminder does not always provide children with a warning about these changes and provide time for children to finish their play. n The childminder plans an extensive range of outings to extend children's knowledge of the world they live in. Children go on seasonal walks in parks to explore changes in the natural world. They visit pet shops, farms and local

p.2

need to do better?

attractions to help embed their learning. Children attend various playgroups, and story and song sessions. These provide opportunities for children to socialise

p.2

need to do better?

17 December 2024 with wider groups in society. Furthermore, the childminder teaches children about different cultures as they join in with celebrations, including Eid, Christmas and Chinese New Year. n The childminder encourages children to become increasingly independent. Children find their own plates for snack, carry their fruit to the table and help to clear away afterwards. They help with dressing as they dress up in role play costumes. However, the childminder does not always provide children with opportunities to develop their own personal care skills, particularly toilet training. n Parents talk about the special bond their children have developed with the childminder and how they adore her. They describe how their children enjoy art, craft, stories and songs with the childminder, and they proudly share these at home. Parents feel their children are being given the best opportunity to develop

p.2

need to do better?

to their fullest potential in the childminder's care. n The childminder observes children and tracks their development. She completes progress checks at age two and shares termly progress reports with parents. She informs parents about what children are learning in monthly newsletters. She sets targets for next steps in children's development. However, she does not share these with parents to enable them to further support children's learning at home. n The childminder completes regular training to update her knowledge and skills. She evaluates her practice and identifies specific training to support the current needs of children. She networks with other childminders, who share resources and ideas. The childminder seeks parents' views in the form of questionnaires and adapts her provision accordingly. She is passionate about the care and education she provides and continually strives to improve outcomes for children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n review how transitions between activities are organised to ensure that children are provided with time to complete tasks and do not become unsettled n support children to develop the skills required to manage their own personal self-care n further support children's home learning, ensuring that parents are informed of individualised next steps planned for children's development.

p.3

Setting details

Unique reference number EY477804 Local authority Staffordshire Inspection number 10375209 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 9 May 2019

p.4

Information about this early years setting

The childminder registered in 2014. She is based in Cannock, Staffordshire. She operates from 7.45am to 5pm, Monday to Friday, all year round, except for family holidays and bank holidays. She provides funded early education for children aged from nine months to four years.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The childminder spoke to the inspector about the children's learning and development, with a particular focus on communication and language. n The children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

17 December 2024 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

p.4

Inspection activities

17 December 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6